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S.  R.  S.  Doc.  58. 


U.  S.  DEPARTMENT  OF  AGRICULTURE, 

STATES  RELATIONS  SER<VlCE.    " 

A.  C.  TRUE,  Dinstor.  ^^P^S^         \ 

TYPES  AND  BREEDS  OF  FARM  ANIMALS. 

SUGGESTIONS  FOR  TEACHERS  IN  SECONDARY  SCHOOLS.* 

By  H.  P.  Barrows,  Specialist  in  Agricultural  Education. 
INTRODUCTION. 

As  economic  conditions  require  more  efficient  farming,  the  importance  of  pure-bred 
live  stock  increases.  If  we  consider  that  the  chief  aim  in  teaching  agriculture  in  the 
secondary  school  is  to  increase  efficiency  in  farming,  we  must  emphasize  the  impor- 
tance of  good  breeding.  Although  the  specific  aim  in  teaching  agriculture  may  be 
the  making  of  better  farmers,  we  should  not  lose  sight  of  the  fact  that  the  general  aim 
of  education  is  to  develop  better  men.  Each  subject  should  contribute  to  this  higher 
aim.  A  study  of  types  and  breeds  of  live  stock  should  not  only  aid  in  making  better 
farmers,  but  it  should  also  contribute  to  the  making  of  better  men.  When  young 
men  see  what  has  been  accomplished  in  the  improvement  of  farm  animals,  it  should 
give  them  assurance  of  opportunity  in  this  branch  of  agriculture  and  inspire  them  to 
make  a  contribution  to  its  future  progress. 

RELATION  OF  SUBJECT  TO  COURSE  OF  STUDY. 

As  a  beginning  in  animal  husbandry. — With  abundant  use  of  good  illustrations  and 
living  animals  of  good  type  the  study  of  types  and  breeds  may  be  made  so  interesting 
that  it  affords  an  excellent  beginning  for  a  general  course  in  animal  husbandly.  In 
a  large  number  of  successful  courses  a  study  of  the  types  and  breeds  of  all  farm  animals 
is  made  at  the  beginning  of  the  course.  Such  an  arrangement  permits  of  greater 
concentration  upon  the  study  and  the  closely  related  practice  in  judging.  Some 
schools  have  courses  in  breeds  and  judging  apart  from  the  other  phases  of  animal 
husbandry.  Such  a  degree  of  specialization  is  better  suited  to  the  college  than  to  the 
secondary  curriculurn. 

As  an  introduction  to  the  various  groups  of  farm  animals. — In  other  courses  in  animal 
husbandry  the  various  farm  animals  are  considered  as  groups  with  a  study  of  types 
and  breeds  serving  as  an  introduction  to  the  particular  group.  For  example,  dairy 
cattle  and  milk  production  is  considered  one  phase  of  animal  husbandry,  beginning 
with  a  study  of  dairy  types  and  breeds  followed  by  a  study  of  milk  production.  In 
like  manner  the  types  and  breeds  of  horses  are  followed  with  a  consideration  of  their 
care  and  management.  Such  an  arrangement  is  logical  in  that  it  gives  a  better  oppor- 
tunity to  show  the  relation  of  type  to  function.  If  the  work  in  judging  is  to  coincide 
with  class-room  study  it  will  not  all  come  in  the  same  season,  but  will  be  distributed 
throughout  the  year,  which  in  many  cases  will  be  desirable,  as  judging  constitutes 
one  of  the  most  important  phases  of  the  practical  work  in  animal  husbandry  for  second- 
ary schools. 

iPrepared  under  the   direction  of   C.  H.  Lane,  Chief  Specialist  in  Agricultural  Education,  States 
Relations  Service. 
3646°— 17 


Adaptation  to  students  and  community. — It  is  to  be  expected  that  the  time  given  to 
this  subject  will  depend  upon  the  school,  its  equipment,  and  teaching  force.  The 
course  given  should  also  depend  upon  the  needs  of  the  students  and  the  community 
in  which  they  live.  It  would  be  expected  that  in  the  hills  of  New  England  most  of 
the  time  would  be  spent  upon  dairy  cows  and  lighter  types  of  horses,  with  due  attention 
to  sheep.  In  some  sections  of  the  corn  belt  a  study  of  such  animals  may  give  way  in 
large  measure  to  a  consideration  of  beef  cattle,  draft  horses,  and  swine.  Such  local 
adaptation  should  apply  also  to  breeds.  Those  breeds  most  used  and  best  fitted  for 
any  locality  should  receive  attention  to  the  neglect  of  breeds  which  have  no  local 
importance.  As  students  will  have  a  special  interest  in  those  animals  which  they 
-av  use  in  their  home  projects,  special  attention  should  be  given  those  suitable  for 
the  boys  to  manage  upon  their  own  account.  If  the  subject  has  been  handled  from  the 
point  of  view  of  the  boys'  interests,  the  students  will  not  be  satisfied  with  anything 
but  animals  of  good  breeding  in  their  projects. 


CLASSROOM  INSTRUCTION. 

Organization  of  subject  matter. — The  following  outline  should  prove  suggestive  of 
a  logical  treatment  of  the  subject  in  the  classroom.  As  suggested  above,  it  should  be 
adapted  to  meet  local  conditions. 

CATTLE. 


I.  The  dairy  type. 

1.  Purpose  of  the  dairy  cow. 

2.  Characteristics  of  type. 

3.  The  score  card  for  dairy  cattle. 

4.  Importance  of  scales  and  the 

Babcock  test  as   an  aid   to 
judging. 

II.  Breeds  of  dairy  cattle. 

1.  The  Jersey. 

(a)  Origin — history. 

(b)  Breed  characteristics. 

(c)  Production  (or  perform- 

ance) . 

(d)  Official  breed  organiza- 

tion. 

Note  . — A  similar  out- 
line may  be  adapted  to 
all  the  following  breeds 
of  farm  animals,  with 
greatest  emphasis  on 
those  breeds  important 
in  the  school  district. 

2.  The  Guernsey. 

3.  Holstein. 

4.  Ayrshire. 

5.  Brown  Swiss. 

6.  Dutch  Belted. 

III.  The  beef  type. 

1.  Purpose  of  beef  cattle. 

2.  Characteristics  of  type. 

as  where  feeding  cattle  for  market  is 
[the  beef  ,; 


III.  The  beef  type — Continued. 

3.  Comparison  with  dairy  type. 

4.  The  score  card  for  beef  cattle. 

(a)  The  cow. 
(6)  The  bull. 

IV.  Breeds  of  beef  cattle. 

1.  The    Shorthorn    and    Polled 

Durham. 

2.  The  Hereford. 

3.  The  Aberdeen  Angus. 

4.  The  Galloway. 

5.  The  West  Highland. 

V.  Dual-purpose  cattle. 

1.  Purpose  of  dual-purpose  cattle. 

2.  Form  and  general  appearance. 

3.  Comparison    with    beef    and 

dairy  types. 

VI.  Breeds  of  dual-purpose  cattle. 

1.  The    Shorthorn    and    Polled 

Durham  of  this  type. 

2.  The  Red  Polled. 

3.  The  Devon. 

VII.  Market    classes    and    grades    of 

cattle.1 

1.  The  ultimate  judge  of  beef 

cattle. 

2.  Carcass  beef — classes. 

3.  Feeders. 


important  this  subject  may  properly  come  a. Her  a 


HORSES  AND  MULES. 


I.  Types  of  light  horses. 

1.  Function  of  light  horses. 

2.  Structure  and  conformation. 

3.  The  light-harness  type. 

4.  The  score  card  for  light-harness 

horses. 

5.  The  saddle  horse. 

II.  Breeds  of  light  horses. 

1.  The  Arabian. 

2.  The  Thoroughbred. 

3.  The  Morgan. 

4.  The  Standard  bred. 

5.  The  American  saddle  horse. 

III.  Coach  horses. 

1.  Function  of  coach  horses. 

2.  The  coach  type. 

3.  The    score    card    for    coach 

horses. 

4.  Coach  breeds. 

(a)  German  coach. 

(b)  Hackney. 

(c)  French  coach. 

(d)  Cleveland  bay. 

IV.  The  draft  type. 

1.  Function  of  draft  horses. 

2.  Structure  and  conformation. 

3.  The  draft  type. 

4.  Comparison    of    draft    horse 

with  other  types. 

5.  The     score     card     for    draft 

horses. 

V.  Breeds  of  draft  horses. 

1.  The  Percheron. 

2.  The  Belgian. 


V.  Breeds  of  draft  horses — Continued. 

3.  The  Shire. 

4.  The  Clydesdale. 

5.  The  Suffolk. 

VI.  Ponies. 

1.  The  Shetland. 

2.  Welsh  and  English  ponies. 

VII.  The  jack  and  the  mule. 

1.  Comparison  of  mule  with  the 

horse. 

2.  Place  of  mule  in  local  agri- 

culture. 

3.  Types  and  breeds  of  jacks. 

4.  Conformation  and  types  of 

mules. 

5.  The  score  card  for  the  jack 

and  mule. 

VIII.  Market  classes  and  grades. 

1.  General     consideration     of 

horse  market, 
(a)  Local  demands. 

2.  Examination  for  unsound- 

ness. 

3 .  Estimating  the  age  of  horses . 

4.  Classes  and  grades  of  driv- 

ing horses. 

5.  Classes  and  grades  of  saddle 

horses. 

6.  Classes  and  grades  of  draft 

horses. 

7.  Classes  and  grades  of  ponies. 

8.  Classes  and  grades  of  mules. 


SWINE. 


I.  The  lard  type. 

1.  Purpose   and   development  of 

the  type. 

2.  Characteristics  of  type. 

3.  The  score  card  for  fat  hogs. 

4.  Packing-house  demands. 

II.  The  bacon  type. 

(Same  as  for  lard  type.) 

III.  Breeds  of  swine. 

1.  Berkshire. 

2.  Poland  China. 

3.  Duroc  Jersey. 


III.  Breeds  of  swine — Continued. 

4.  Chester  White  and  Ohio  Im- 

proved Chester. 

5.  Hampshire. 

6.  Large  Yorkshire. 

7.  Tarn  worth. 

8.  Any  of  the  following  breeds 

or  others  which  may  be  of 
local  importance :  Small 
and  Middle  Yorkshire, 
Mule  foot,  Cheshire,  Vic- 
toria. Essex. 


SHEEP  AND  GOATS. 


I.  The  mutton  type. 

1.  Relation  of  type  to  efficiency  in 

mutton  production. 

2.  Characteristics  of  type. 

3.  The    score    card    for    mutton 

sheep. 

4.  Market  grades  and  classes. 

II.  The  fine  wool  type. 

(Adaptation  of  outline  for  mutton 
type.) 

III.  Breeds  of  sheep. 
1.  Fine  wool. 

(a)  American  Merino. 
(6)  Delaine  Merino. 
(c)  Rambouillet. 


III.  Breeds  of  sheep — Continued. 

2.  Medium  (or  middle)  wool. 

(a)  Southdown. 
(6)  Shropshire. 

(c)  Hampshire. 

(d)  Oxford. 

(e)  Dorset  Horn. 
(/)  Suffolk. 

(g)  Cheviot. 

3.  Long  wool. 

(a)  Cotswold. 

(6)  Lincoln. 

(c)  Leicester. 

Kent,  or  Romney  Marsh. 

IV.  Goats. 

1.  Milch  goats. 

2.  Angora  goats. 


Use  of  reference  material. — The  special  textbooks  covering  this  subject  have  been 
written  for  college  students  and  treat  the  subject  in  too  exhaustive  a  manner  for  most 
secondary  schools.  On  the  other  hand  the  general  texts  in  elementary  animal  hus- 
bandry may  not  treat  breeds  of  local  importance  extensively  enough.  The  special 
books  on  breeds  may  be  used  to  supplement  the  general  texts.  The  following  Farmer's 
Bulletins  will  prove  helpful  also  in  supplementing  the  text  or  used  in  lieu  of  a  text- 
book: 106,  Breeds  of  Dairy  Cattle;  576,  Breeds  of  Sheep  for  the  Farm;  612,  Breeds  of 
Beef  Cattle;  619,  Breeds  of  Draft  Horses;  765,  Breeds  of  Swine.  These  bulletins  may 
be  supplemented  for  special  assignments  with  others  listed  at  the  end  of  this  article. 
If  any  student  has  an  interest  in  a  breed  or  any  phase  of  the  subject  which  is  not  of 
general  importance  in  the  class  he  may  be  given  a  special  assignment  to  make  a  report 
upon  the  subject. 

Use  of  illustrative  material. — In  establishing  ideals  as  to  types  and  breeds  there  is 
nothing  better  than  living  material  if  good  specimens  may  be  obtained.  A  teacher 
not  thoroughly  familiar  with  the  district  in  which  he  is  teaching  should  have  his  stu- 
dents aid  him  in  making  a  live-stock  survey  of  the  district  in  order  that  he  may  locate 
good  animals  for  class  use  as  well  as  to  determine  the  needs  and  interests  of  the  com- 
munity. He  may  require  each  student  to  report  the  number  and  kind  of  farm  animals 
upon  a  number  of  farms.  In  some  cases  more  comprehensive  farm  surveys  are  made 
which  include  this  information.  A  distinction  is  made  between  the  use  of  living 
animals  to  acquaint  the  students  with  the  type  or  breed  and  practice  in  judging. 
Students  may  learn  a  great  deal  about  types  and  breeds  of  live  stock  by  visiting  a  stock 
farm  or  a  fair  without  having  any  practice  in  judging. 

In  lieu  of  suitable  living  material  and  in  connection  with  the  use  of  the  living  ani- 
mals abundant  use  should  be  made  of  charts  and  pictures  showing  good  and  bad  in 
type  and  breed.  Some  of  the  best  farm  papers  and  live-stock  journals  have  excellent 
illustrations  of  farm  animals.  If  files  are  not  kept  of  these  papers  the  suitable  pictures 
should  be  clipped  and  mounted  on  cardboard  and  filed  so  that  they  may  be  readily 
available  when  needed .  Some  progressive  teachers  are  making  good  use  of  a  camera 
on  their  visits  to  stock  farms  and  fairs  and  building  up  a  useful  collection  of  original 
photographs.  In  case  the  teacher  has  little  time  or  inclination  for  such  work  he  may 
interest  some  of  his  students  in  animal  photography. 

The  most  satisfactory  use  of  photographic  material  is  in  the  form  of  lantern  slides. 
A  stereopticon  is  almost  indispensable  in  teaching  types  and  breeds.     Lantern  slides 


showing  many  of  the  best  representatives  of  the  different  breeds  and  contrasting  the 
good  and  bad  in  different  types  may  be  borrowed  and  used  at  relatively  slight  ex- 
pense.1 Charts  showing  outlines  with  naming  of  parts,  cuts  of  meat,  etc.,  may  be 
made  in  the  form  of  slides  and  projected  for  the  use  of  the  class.  Such  charts  may  be 
made  in  permanent  form  by  making  the  outline  on  tracing  cloth  mounted  on  a  lantern 
slide,  projected  onto  cloth  and  traced.  Light  colored  window  shades  serve  well  for 
such  charts,  as  they  may  be  rolled  up  and  put  out  of  the  way  when  not  in  use.  Teach- 
ers with  ability  to  draw  will  make  abundant  use  of  the  blackboard  in  sketching  out- 
lines showing  type  forms.  Some  of  the  breed  associations  furnish  pictures  and  charts 
portraying  the  breed  represented. 

PRACTICUMS. 

Practice  in  judging.12 — Practice  in  judging  live  stock  has  become  very  intimately 
associated  with  a  study  of  types  and  breeds  in  the  secondary  school.  Many  successful 
teachers  consider  the  classroom  study  but  preparatory  to  the  practical  work  in  judging. 
It  will  not  be  possible  in  the  time  available  in  the  ordinary  high-school  course  to  train 
expert  judges.  The  work  should  arouse  a  permanent  interest  on  the  part  of  all  the 
students  and  establish  a  foundation  upon  which  those  who  have  special  aptitude 
along  that  line  may  build  well  as  specialists.  Practice  in  judging  may  be  made  of 
special  educational  value  in  developing  the  powers  of  observation  and  in  developing 
judgment. 

Preparing  for  a  judging  trip. — Exercises  in  stock  judging,  like  other  field  trips,  are 
often  failures  because  proper  preparation  is  not  made.  The  teacher  should  know  be- 
forehand just  where  he  is  going  and  what  he  is  going  to  do.  Most  secondary  schools  are 
dependent  upon  the  animals  of  neighboring  farms.  Wide-awake  teachers  take  ad- 
vantage of  local  fairs  and  collections  of  animals  gathered  for  sale  or  shipment.  Ar- 
rangements should  be  made  with  the  owners  of  the  animals  that  there  will  be  no  misun- 
derstanding upon  taking  the  class  upon  their  premises.  The  teacher  should  have  a 
definite  aim  for  each  trip  and  select  herds  which  contain  animals  suitable  to  his  pur- 
pose. He  should  also,  as  far  as  possible,  select  farms  where  conditions  are  favorable 
for  judging.  It  is  important  to  see  that  there  are  suitable  inclosures  and  facilities  for 
handling  the  animals.  If  weather  is  unfavorable,  facilities  for  working  under  cover 
will  be  necessary.  Wet,  muddy  barnyards  are  to  be  avoided.  At  times  it  will  be 
better  to  have  the  animals  brought  to  the  school  than  to  take  the  class  to  the  farm. 
This  is  especially  true  of  driving  horses.  The  instructor  will  find  it  to  his  advantage 
to  examine  thoroughly  the  animals  he  intends  to  use.  When  comparative  judging  is 
practiced  it  is  especially  important  that  the  teacher  be  well  acquainted  with  the 
animals  and  their  relative  points.  The  judging  trip  should  be  announced  ahead  of 
time  so  that  all  students  may  be  prepared  for  outside  work  without  delaying  the  class. 
Use  of  the  score  card. — The  score  card  is  not  used  to  any  extent  at  the  present  time  in 
judging  animals  in  the  show  ring.  It  may  be  used  to  good  advantage,  however,  in 
training  students  how  to  judge.  It  may  be  considered  as  a  brief  detailed  description 
of  a  perfect  animal  designed  to  aid  them  in  establishing  an  ideal.  The  card  should 
aid  them  also  in  making  a  systematic  examination  of  the  animal  with  close  attention 
to  details,  and  should  give  them  a  sense  of  relative  values  in  judging.  It  should  be 
borne  in  mind  that  all  score  cards  are  arbitrary  in  their  assignment  of  values.     Varia- 

1  Lantern  slides  illustrating  types  and  breeds  of  farm  animals  may  be  obtained  from  the  Agricultural 
Instruction  Division  of  the  States  Relations  Service.  A  list  of  these  slides  with  directions  for  obtaining 
them  will  be  furnished  on  application. 

2  For  specific  directions  for  judging  the  various  groups  of  farm  animals,  see  the  following  department 
bulletins:  434,  Judging  the  Dairy  Cow  as  a  Subject  of  Instruction  in  Secondary  Schools.  4S7,  Judging 
Horses  as  a  Subject  of  Instruction  in  Secondary  Schools.  Also  Agricultural  Education  Monthly,  Vol.  II, 
No.  7,  Teaching  Swine  Judging  in  Secondary  Schools. 


tion  in  score  cards  is  likely  to  continue,  as  there  will  always  be  a  difference  of  opinion 
upon  the  relative  values  of  minor  points  and  upon  forms  of  grouping.  Score  cards 
covering  general  types  are  often  furnished  by  the  State  agricultural  colleges  for  use  in 
school.     Score  cards  for  breeds  are  often  furnished  by  the  national  record  associations.1 

Time  should  be  taken  in  the  classroom  for  the  students  to  become  familiar  with  the 
score  card,  the  naming  of  the  parts  of  the  animal  and  the  terms  used  in  judging.  After 
the  students  have  become  familiar  with  the  score  card  and  the  method  of  approaching 
the  animal  they  may  make  individual  scores.  Each  student  should  work  independ- 
ently. Conversation  and  comparison  of  scores  should  be  avoided  while  the  work  is 
being  done.  The  teacher  should  use  his  judgment  in  determining  whether  his  time 
may  be  spent  better  in  aiding  the  students  or  in  scoring  the  animal  as  a  basis  for  check- 
ing upon  their  results.  One  of  the  chief  purposes  in  using  a  score  card  is  to  train  the 
student  in  observation  that  no  details  will  be  overlooked.  The  card  gives  the  score 
for  perfection  in  the  various  parts.  With  some  cards  the  student  enters  a  score  repre- 
senting the  amount  which  he  judges  the  animal  to  be  deficient.  The  sum  of  these 
deficient  amounts  subtracted  from  100  gives  the  score  of  the  animal.  As  a  rule  no 
defect  should  result  in  a  cut  to  exceed  half  of  the  total  number  of  points  allowed  for 
the  part  under  consideration.  Other  cards  provide  for  a  positive  percentage  scoring 
of  each  point  on  the  following  basis:  1.0,  perfect;  0.9,  very  slight  defect;  0.8,  slight 
defect;  0.7,  defective;  0.6,  marked  defect;  and  0.5,  poor.  The  number  of  points  for 
the  particular  part  of  the  animal  is  multiplied  by  the  percentage  score  given  by  the 
student  for  that  part. 

Comparative  judging. — As  suggested,  the  scoring  of  animals  is  but  preliminary  to 
what  is  now  considered  the  more  efficient  method  of  judging,  that  of  comparison  and 
placing  according  to  merit.  After  continued  practice  in  the  use  of  the  score  card  the 
students  should  be  prepared  to  take  in  the  general  conformation  and  detect  the  details 
which  indicate  the  worth  of  the  animal.  In  trying  out  the  judgment  of  students  in 
comparative  judging,  the  usual  practice  is  to  take  four  animals  at  first  which  have 
marked  difference  in  value.  As  skill  is  developed  animals  more  nearly  equal  should 
be  chosen.  In  all  cases  very  definite  reasons  should  be  given  by  the  student  for  his 
placing. 

Judging  teams  and  contests. — -In  some  States  each  high  school  teaching  agriculture 
has  a  stock-judging  team  which  enters  a  State-wide  or  district  contest.  In  some 
schools  it  is  considered  as  great  an  honor  to  "make  the  judging  team"  as  it  is  to  gain 
that  distinction  in  athletics.  A  team  of  three  to  five  members  is  selected  from  the 
class  members  doing  the  best  work.  The  special  training  given  these  students  is 
for  the  most  part  considered  as  an  extra-class  activity.  However  valuable  this  work 
may  be  to  the  students  selected  and  as  a  means  of  developing  school  spirit,  it  should 
not  be  done  to  the  neglect  of  other  members  of  the  class  who  may  be  more  in  need 
of  special  help.  As  it  is  impossible  for  the  students  in  the  course  of  a  year  to  become 
in  any  sense  expert  in  judging  all  kinds  of  live  stock,  those  in  charge  of  the  contests 
may  very  well  select  but  one  class  of  animals  per  year.  The  State  fair  is  usually 
the  rallying  point  for  the  contest  between  local  teams. 

Fairs  and  local  stock  shows.—  Progressive  teachers  will  take  every  possible  advantage 
of  live-stock  exhibitions  as  training  for  their  students.  Whether  the  students  are  in 
a  judging  contest  or  not,  visits  to  fairs  may  be  made  highly  valuable  if  properly 
organized  and  supervised.  The  better  fairs  not  only  give  the  students  an  oppor- 
tunity to  see  the  best  live  stock  of  the  section  represented  but  they  also  give  them 
an  opportunity  to  observe  the  method  of  experienced  judges.  The  class  should  be 
kept  together  under  the  direction  of  the  teacher  or  some  man  who  knows  boys  as 
well  as  live  stock.  Judges  will  often  take  more  time  in  giving  explanations  of  reasons 
for  their  placing  if  interested  students  are  observing  them.     The  fairs  give  an  oppor- 

1  Lists  of  these  associations  will  be  furnished  by  the  Bureau  of  Animal  Industry  of  this  department. 


tunity  for  comparison  of  types  and  breeds  which  is  seldom  afforded  in  the  school 
district. 

Local  stock  shows  at  the  school  should  be  encouraged,  as  they  aid  in  arousing  interest 
in  the  community  and  afford  judging  material  for  the  students.  The  most  successful 
of  these  exhibits  are  specialized,  such  as  a  colt  show  or  a  calf  show.  If  these  shows 
are  exhibits  of  the  animals  owned  by  the  students  in  connection  with  their  projects, 
so  much  the  better.  As  a  rule,  however,  the  whole  district  should  be  drawn  upon 
and  the  exhibit  made  a  community  affair. 

TYPES  AND  BREEDS  OF  POULTRY. 

Relation  to  course  of  study. — Although  poultry  keeping  is  considered  a  phase  of 
animal  husbandry,  the  fowls  of  the  farm  constitute  such  a  distinct  group  of  animals 
that  any  consideration  of  poultry  is  generally  treated  as  a  distinct  part  of  a  general 
course.  An  appreciation  of  the  educational  value  of  poultry  and  the  adaptability 
of  the  industry  to  the  home-project  plan  is  causing  many  secondary  schools  to  give 
a  separate  course  in  poultry  husbandry. 

Any  detailed  study  of  a  large  number  of  breeds  and  varieties  must  be  made  at  the 
expense  of  more  important  phases  of  poultry  husbandry.  In  sections  where  the 
whole  community  is  devoted  to  breeding  one  or  two  varieties  of  breeds  which  meet 
well  the  local  needs,  little  attention  need  be  given  a  consideration  of  types  and 
breeds  in  general.  Local  conditions  should  be  understood  by  the  teacher  and  the 
course  adapted  to  meet  their  needs.  In  most  sections  the  study  should  be  confined 
largely  to  utility  types,  with  a  relatively  few  representative  breeds.  The  raising 
of  a  number  of  breeds  and  varieties  by  the  students  should  be  discouraged  and  an 
effort  made  to  center  the  attention  of  the  district  upon  one  kind  of  fowl  as  a  basis 
for  community  breeding. 

Use  of  illustrative  material. — The  statements  made  regarding  the  use  of  illustrative 
material  in  connection  with  a  study  of  the  types  and  breeds  of  the  larger  farm  animals 
will  apply  in  a  general  way  to  the  teaching  of  types  and  breeds  of  poultry.  Excellent 
illustrative  material  for  use  in  the  classroom  is  even  more  abundant  in  the  case 
of  poultry  than  it  is  in  relation  to  other  farm  animals.  A  number  of  the  poultry 
journals  furnish  colored  plates  of  fowls  suitable  for  classroom  use  and  for  hanging 
upon  the  walls.  As  it  is  convenient  to  bring  poultry  into  the  classroom,  a  number  of 
exhibition  coops  should  be  a  part  of  the  school  equipment.  Such  coops  may  be 
made  by  the  students.  Life-size  outline  drawings  may  be  made  upon  cardboard 
of  the  breeds  and  varieties  important  in  the  community.  Such  drawings  made  by 
the  students  with  care  should  aid  in  visualizing  the  ideal  shape  of  the  breed  repre- 
sented. These  outlines  may  be  made  into  charts  to  show  color  and  feather  markings 
in  the  following  manner:  Each  student  should  be  required  to  make  a  collection  of 
representative  feathers  showing  ideal  color  and  markings  for  both  hen  and  cock  of 
the  variety  in  which  he  may  have  the  greatest  interest.  These  feathers  should  be 
mounted  then  upon  the  part  represented  on  the  outline  drawing.  Although  such 
cards  may  be  used  for  teaching  other  students,  their  chief  educational  value  comes 
from  their  making.  » 

Use  of  reference  material. — If  there  is  time  for  any  detailed  consideration  of  the 
standard  requirements  of  fowls,  the  American  Standard  of  Perfection  should  be  avail- 
able for  use  of  students.  The  teacher  should  have  a  copy  in  any  case.  A  copy  of 
Farmers'  Bulletin  No.  51,  Standard  Varieties  of  Chickens,  should  be  secured  by 
each  student.  This  bulletin  will  meet  most  of  the  needs  of  secondary  classes  if 
supplemented  with  good  reference  books.  A  number  of  books  on  poultry  have 
been  recently  published  for  the  use  of  schools.  As  the  students  will  doubtless  have 
a  variety  of  interests,  these  should  be  considered  and  encouraged  in  individual 
assignments. 


8 

Standard  classification. — Before  any  classification  is  taken  up  the  students  should 
understand  the  following  terms:  Class,  a  major  grouping  based  largely  on  origin  and 
purpose;  breed,  a  grouping  of  fowls  with  like  inherited  characteristics  in  such  impor- 
tant characters  as  shape  and  size;  variety,  a  subdivision  of  breed  to  cover  differences 
in  secondary  characters,  such  as  color,  and  kind  of  comb.  It  is  assumed  that  in  con- 
nection with  their  former  study  the  students  will  understand  the  correct  use  of  such 
terms  as  mongrel .  crossbred ,  and  pure  bred .  The  term ' '  standard  bred , ' '  when  applied 
to  poultry,  means  a  pure-bred  fowl  recognized  by  the  American  Standard  of  Perfec- 
tion, which  gives  the  following  classification  of  poultry,  which  it  will  be  seen  is  based 
largely  upon  origin.  Although  there  may  be  little  time  for  a  consideration  of  this 
classification,  it  is  well  for  the  students  to  get  an  idea  of  the  great  number  of  recognized 
breeds  and  varieties  and  their  grouping  according  to  geographic  origin. 


1.  Plymouth  Rocks. 

(a)  Barred. 

(b)  White. 

(c)  Buff. 

(d)  Silver  Penciled. 

(e)  Partridge. 
(/)  Columbian. 


1.  Brahmas. 

(a)  Light. 

(b)  Dark. 


1.  Leghorns. 

(a)  Single  Comb 

Brown. 
(6)  Rose  Comb  Brown. 

(c)  SingleComb White. 

(d)  Rose  Comb  White. 

(e)  Single  Comb  Buff. 
(/)  Rose  Comb  Buff. 
(g)  Single  Comb  Black. 
(h)  Silver. 

(i)  Red  Pyle. 


Dorkings. 

(a)  White. 

(6)  Silver-Gray. 

(c)  Colored. 
Redcaps. 


CLASS  I.     AMERICAN. 

2.  Wyandottes. 

3. 

Javas. 

(a)  Silver. 

(a)  Black. 

(6)  Golden. 

(b)  Mottled. 

(c)  White. 

4. 

Dominiques. 

(d)  Buff. 

5. 

Rhode  Island  Reds 

(«)  Black. 

(a)  Single  Comb. 

(J)  Partridge. 

(6)  Rose  Comb. 

(g)  Silver  Penciled. 

6. 

Buckeyes. 

(h)  Columbian. 

CLASS  H.     ASIATIC. 

2.  Cochins. 

3. 

Langshans. 

(a)  Buff. 

(a)  Black. 

(6)  Partridge. 

(b)  White. 

(c)  White. 

(d)  Black. 

:lass  m.   mediterranean. 

2.  Minorcas. 

3. 

Spanish. 

3. 


(a)  Single    Comb 

Black. 

(b)  Rose  Comb  Black. 

(c)  Single    Comb 

White. 

(d)  Rose  Comb  White. 

(e)  Single  Comb  Buff. 


CLASS  IV.     ENGLISH. 

Orpingtons, 
(a)  Single  Comb  Buff . 
(6)  Single  Comb 
Black. 

(c)  Single  Comb 

White. 

(d)  Single  Comb  Blue. 


(a)  White  -face 

d 

Blacks. 

4.  Blue  Andalusians. 

5.  Anconas. 

(a)  Single  Comb . 

(6)  Rose  Comb. 

4.  Cornish. 

(a)  Dark 

(6)  White. 

(c)  White-laced  Red, 

5.  Sussex. 

(a)  Speckled. 
(6)  Red. 


CLASS  V.     POLISH. 


1.  Polish. 

(a)  White-  Crested 

Black. 
(6)  Bearded  Golden, 
(c)  Bearded  Silver. 


Hamburgs. 

(a)  Golden  Spangled. 
\b)  Silver  Spangled. 


1.  Houdans. 

W)  Mottled. 
(6)  White. 


Polish— Continued . 
(rf)  Buff-Laced. 
(e)  Non-Bearded  Gol- 
den. 


CLASS  VI.     HAMBURGS. 

1.  Hamburgs — Continued 

(c)  -Golden  Penciled. 

(d)  Silver  Penciled. 

CLASS  ML    FRENCH. 

2.  Creve  coeurs. 

(a)  Black. 

3.  LaFleche. 

(a)  Black. 


1.  Polish — Continued. 

(/)  Non-Bearded    Sil- 
ver. 

(g)  Non-Bearded 
White. 


Hamburgs — Continued. 
(e)  White. 
(/)  Black. 


4.  Faverolles. 
(a)  Salmon. 


CLASS  MIL     CONTINENTAL. 

1.  Campines.         (a)  Silver.         (6)  Golden. 

CLASS  LX.    GAMES  AND  GAME  BANTAMS. 


I.  Games. 

1.  Games — Continued. 

2. 

Game  Bantams — Contd. 

(a)  Black- B  r  e  a  s  ted 

(/)  Red  Pyle. 

(c)  Golden   Duck- 

Red. 

(g)  White. 

wing. 

(6)  Brown-Red 

Black. 

(d)  Silver  Duckwing. 

(c)  Golden 

Duck- 

2.  Game  Bantams. 

(e)  Birchen. 

wing. 

B  1  a  c  k-Breasted 

(/)  Red  Pyle. 

(d)  Silver  Duckwing. 

Red. 

(<7)  White. 

(e)  Birchen. 

(b)  Brown-Red. 

CLASS  X.     ORIENTALS. 

(h)  Black. 

1.  Sumatra s. 

2.  Malays. 

3. 

Malay  Bantams. 

(a)  Black. 

CLAS 

(a)  B  1  a  c  k-Breasted 
Red. 

JS  XL     ORNAMENTAL  BANTAJ 

IS. 

(a)  Black-Breasted 
Red. 

1.  Seb rights. 

5.  Cochin. 

7. 

Polish. 

(a)  Golden. 

(a)  Buff. 

(a)  Bearded  White. 

(b)  Silver. 

(6)  Partridge. 

(6)  Buff-Laced. 

2.  Rose-Comb. 

(c)  White. 

(c)  Non-Bearded. 

(a)  White. 

(d)  Black. 

8. 

Mille  Fleur. 

(6)  Black. 

6.  Japanese. 

(a)  Booted. 

3.  Booted. 

(a)  Black-Tailed. 

(a)  White. 

(b)  White. 

4.  Brahmas. 

(c)  Black. 

(a)  Light. 

(d)  Gray. 

(6)  Dark. 

10 


1.  Silkies. 


1.  Pekin. 

(a)  White. 

2.  Aylesbury. 

(a)  White. 

3.  Cayuga. 

(a)  Black. 

4.  Gall. 

(a)  Gray. 
(6)  White. 

1.  Toulouse. 

(a)  Gray. 

2.  Embden. 

(a)  White. 


1.  Turkeys. 

(a)  Bronze. 

(6)  Narragansett. 


CLASS  XII.     MISCELLANEOUS. 

2.  Sultans.  I  3.  Frizzles. 


CLASS  Xni.     DUCKS. 

5.  East  India. 

(a)  Black. 

6.  Muscovy. 

(a)  Colored. 

(b)  White. 

7.  Swedish. 

(a)  Blue. 

8.  Buff. 

CLASS  XIV.     GEESE. 

3.  African. 

(a)  Gray. 

4.  Chinese. 

(a)  Brown. 
(6)  White. 

CLASS  XV.     TURKEYS. 

1.  Turkeys— Continued. 

(c)  White  Holland. 

(d)  Black. 


9.  Crested. 

(a)  White. 

10.  Runner. 

(a)  Fawn  and  White. 

(b)  White. 

(c)  Penciled. 


5.  Wild  or  Canadian. 

(a)  Gray. 

6.  Egyptian. 

(a)  Colored. 


Turkeys — Continued . 
(e)  Slate. 
(J)  Bourbon  Red. 


Utility  classification. — A  classification  based  upon  the  economic  usefulness  of  fowls 
should  be  more  important  in  a  secondary  course.  The  following  classification  covers 
the  important  utility  breeds  of  common  fowls: 


.  Egg  breeds. 

II.  Meat  breeds. 

III.  General  purpose. 

1.  Leghorn. 

1.  Brahma. 

1.  Plymouth  Rock. 

2.  Minorca. 

2.  Langshan. 

2.  Wyandotte. 

3.  Ancona. 

3.  Cochin. 

3.  Rhode  Iuland 

4.  Campine. 

4.  Cornish. 

Red. 

4.  Orpingtons. 

A  study  of  types. — The  three  classes  given  above  represent  the  important  utility 
types.  These  types  should  be  studied  in  a  comparative  way  according  to  (1)  their 
characteristics,  such  as  size,  shape,  temperament,  powers  of  flight  and  ability  to 
forage,  time  required  to  mature,  hardiness  or  adaptation  to  climate,  persistence  in 
sitting,  ability  to  lay;  and  (2)  purpose  and  adaptation  to  conditions,  including  value 
as  egg  producers,  as  broilers,  roasters,  and  capons,  and  system  of  culture  to  which 
the  type  is  adapted. 

A  study  of  breeds. — After  these  types  have  been  studied,  then  a  more  detailed 
study  may  be  made  of  the  breeds  important  in  the  locality.  While  this  study  may 
include  the  origin  and  relationship,  the  chief  aim  should  be  to  develop  in  the  minds 
of  the  students  correct  ideas  of  the  shape  of  the  fowls,  as  that  is  the  chief  breed  charac- 
teristic. If  time  permits,  consideration  may  be  given  the  official  score  cards  of  the 
breeds  studied. 

Although  the  students  may  have  a  general  knowledge  of  the  varieties  which  con- 
stitute the  breeds  considered,  a  detailed  study  of  varieties  should  be  a  matter  of 
individual  study,  or  if  taken  by  the  class,  should  be  confined  to  one  or  two  varieties 
where  such  are  bred  rather  exclusively  in  the  school  district, 


11 

JUDGING  POULTRY. 

Use  of  the  score  card.1 — The  score  card  or  standard  of  perfection  is  used  more  exten- 
sively with  fowls  than  with  other  farm  animals,  so  that  if  there  is  any  time  for  giving 
the  students  a  start  toward  becoming  expert  judges,  attention  must  be  given  the 
instructions,  descriptions,  and  standards  in  the  American  Standard  of  Perfection. 
As  a  preliminary  to  the  use  of  the  score  card  the  students  should  know  the  naming  of 
the  parts  of  a  fowl.  Terms  applied  to  judging  may  be  learned  in  their  use.  Charts 
will  be  helpful  in  learning  the  nomenclature,  the  various  types  of  combs,  shapes 
of  fowls,  and  the  common  defects.  The  fowls  must  be  in  small  coops,  so  they  may 
be  readily  handled  for  effective  judging.  In  such  coops  they  may  be  brought  to  the 
school,  thus  saving  time.  The  instructor  should  show  the  students  how  to  handle 
the  fowls  and  examine  them  for  minor  defects  without  riimpling  the   plumage. 

In  connection  with  a  study  of  the  utility  type  best  adapted  to  the  school  district, 
it  will  be  profitable  practice  for  the  class  to  work  out  a  score  card  along  utility  lines 
and  use  this  card  on  the  local  fowls. 

Comparison  judging . — Whether  the  students  use  a  score  card  or  not,  they  may  spend 
time  profitably  in  comparative  judging.  At  first  a  number  of  fowls  may  be  placed 
according  to  order  of  merit  in  one  of  the  factors  important  from  either  a  utility  or 
a  standard  point  of  view.  The  following  factors  are  suggestive:  (a)  Constitution,  (6) 
weight,  (c)  shape  or  symmetry,  and  (d)  color.  After  they  have  been  placed  according 
to  each  one  of  these  factors  they  may  be  placed  according  to  merit  with  all  factors 
considered  either  as  standard-bred  fowls  or  for  utility  or  breeding  purposes.  Re- 
peated practice  in  estimating  the  weight  and  age  of  fowls  may  be  given  with  profit. 

A  POULTRY  EXHIBIT.2 

Of  all  farm  animals  poultry  are  the  most  convenient  and  often  the  only  farm  animals 
which  are  convenient  to  exhibit  at  the  school.  Such  an  exhibit  may  include  fowls 
from  the  whole  community,  in  addition  to  those  owned  by  the  students.  The  exhibit 
if  properly  planned  and  managed,  will  do  much  to  arouse  and  maintain  interest  as 
well  as  furnish  material  for  judging.  While  an  experienced  man  from  the  community 
or  a  professional  judge  from  the  outside  may  pass  final  judgment  on  the  fowls  which 
may  be  competing  for  prizes  or  honors,  such  an  excellent  opportunity  for  competitive 
judging  for  the  students  should  not  be  neglected. 

AN  EGG-LAYING  CONTEST. 

Some  of  the  schools  which  have  established  poultry  plants  at  the  school  have  had 
difficulty  in  maintaining  interest.  Several  of  these  schools  have  developed  interest 
through  an  egg-laying  contest  at  the  schools.  As  an  outgrowth  of  a  discussion  of 
the  relative  merits  of  different  breeds  and  varieties  in  regard  to  laying,  the  students 
have  brought  to  the  school  three  or  four  hens  or  pullets  which  are  kept  under  uniform 
conditions,  trap  nested,  and  a  record  kept  of  feeding  and  production.  Although  such 
a  contest  may  have  no  value  in  determining  the  relative  merits  of  the  breeds  par- 
ticipating, it  serves  to  hold  the  interest  of  the  students  while  they  are  getting  practical 
instruction  in  poultry  management . 

Where  it  is  not  feasible  to  keep  poultry  at  the  school,  an  egg-laying  contest  may 
become  a  feature  of  the  home-project  work.  Although  the  chief  aim  of  the  project 
may  be  egg  production,  wherever  the  students  have  fowls  of  different  breeds,  varieties 
and  strains,  the  contest  feature  may  center  about  the  fowls  as  well  as  the  students. 
Directions  for  such  an  egg-production  contest  will  be  found  on  page  32  of  Office  of 

lA  score  card  for  breeding  stock  may  be  obtained  from  the  Bureau  of  Animal  Industry,  United  States 
Department  of  Agriculture. 
*  See  S.  R.  S.  Doc.  42.    Agricultural  Exhibits  and  Contests. 


UNIVERSITY  OF  FLORIDA 


12 


1262  08928  7675 


Experiment  Stations  Bulletin  255,  Educational  Contests  in  Agriculture  and  Home 
Economics.  Directions  for  a  poultry-management  project  will  be  found  in  the 
Agricultural  Education  Monthly,  Vol  II,  No.  8,  November,  1916. 

REFERENCES. 

The  following  Farmers'  Bulletins  of  the  United  States  Department  of  Agriculture: 
51.  Standard  Varieties  of  Chickens. 

106.  Breeds  of  Dairy  Cattle. 

573.  The  Angora  Goat. 

576.  Breeds  of  Sheep  for  the  Farm.  f 

612.  Breeds  of  Beef  Cattle. 

619.  Breeds  of  Draft  Horses. 

684.  Squab  Raising. 

697.  Duck  Raising. 

765.  Breeds  of  Swine 

767.  Goose  Raising. 

779.  How  to  Select  a  Sound  Horse. 

791.  Turkey  Raising. 

803.  Horse-breeding  Suggestions  for  Farmers. 

806.  Standard  Varieties  of  Chickens.     I.  The  American  Class. 

811.  The  Production  of  Baby  Beef. 

The  following  bulletins  may  be  obtained  from  the  Superintendent  of  Documents, 
Government  Printing  Office,  Washington,  D.  C,  at  the  prices  listed: 

B.  A.  I.  Circular  113.  Classification  of  American  Carriage  Horses,  5  cents. 

B.  A.  I.  Bulletin  34.  American  Breeds  of  Beef  Cattle,  20  cents. 

Dept.  Bulletin  20.  Domestic  Breeds  of  Sheep  in  America,  25  cents. 

Dept.  Bulletin  434.  Judging  the  Dairy  Cow  as  a  Subject  of  Instruction  in  Second- 
ary Schools,  5  cents. 

Dept.  Bulletin  487.  Judging  Horses  as  a  Subject  of  Instruction  in  Secondary  Schools, 
10  cents. 


WASHINGTON"  :  GOVERNMENT  PRINTING  OFFICE  :  1917 


